The Correlation Between Conceptual Understanding Skills and Self-Regulated Learning in Mathematics
DOI:
https://doi.org/10.22460/jiml.v8i4.28546Keywords:
Conceptual Understanding Skills , Self-Regulated Learning , MathematicsAbstract
The skill to understand mathematical concepts is closely related to the comprehensive and functional mastery of mathematical ideas. In learning, an important aspect of material comprehension apart from the skill of understanding mathematical concepts is students' learning independence. This study aims to examine the relationship between mathematical concept comprehension skills and students' learning independence. A correlational method with a quantitative approach was employed in this study. The research was conducted at a junior secondary school in Karawang Regency, namely SMPN 1 Cibuaya, involving 35 students from class VIII-F as the research subjects. The research instruments used were a mathematical concept comprehension skill test and a learning independence questionnaire. The comprehension test consisted of five essay questions, while the questionnaire comprised 28 items. The study involved four stages of data analysis. Specifically, for the learning independence data, the ordinal data were first transformed into interval data using the Successive Interval Method (MSI). The results showed that the correlation test, conducted to determine the strength of the relationship between the two variables, produced a coefficient of 0.606. According to the interval coefficient table, this value falls into the "very strong" category, as it is close to 1. This indicates a positive correlation between the two variables. The influence of mathematical concept comprehension skills and learning independence was found to be 36.72%, with the remaining percentage influenced by other factors. In other words, the higher the students’ learning independence, the higher their mathematical concept comprehension skills and vice versa.
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